Teaching and Conducting Lab Final Planning Framework

Teacher/Conductor’s Name:

Rehearsal 1 2 3

Rehearsal Objective (What will your student’s be able to do as a result of this rehearsal with you?) Given pulse by the metronome and instruction of what to listen for, students will establish consistent pulse, and then direct their listening to note starts, stops, and changes within the pulse. This will then be put in context with correct notes and rhythms in movement 4.

Assessment of the Rehearsal (How will you know if your students can do what they need to?) I will assess the accuracy of pulse by listening to the students' note starts, stops, and changes. Students will assess themselves by listening for the same things.

Rehearsal Plan (A step by step plan for the rehearsal - with timing - that leads to your objective.)

Time Activity Description Purpose of Activity Assessment 1 min Review of melodic Students will repeat given Review tonality and patterns used Students will accurately sing the patterns from last models, singing and in this movement pitches with correct solfeg and play lesson fingering, then playing correct notes with resonant, -perc singing characteristic sounds.

1 min Introduction to Tell about the composer Catch students' interest in the Describe the characteristics of Giles Farnaby and Giles Farnaby history and background of the music that may be found in the Suite -have students describe pieces given descriptions of each what kinds of music would movement. Recall what we've probably fit with these talked about in later rehearsals. descriptions of each mvt.

1 min Rhythmic patterns Students will repeat given Internalize subdivisions and allow Students will use the correct -perc on snare models with correct students to accurately play rhythms rhythmic syllables, start, stop, and rhythmic syllables and found in music without the notes change notes accurately within the accurate note starts, stops, yet pulse. and changes -say, concert F

2 min Transfer to piece Students will locate where To directly apply the concepts to Accurate location of the patterns in in their part they have any the music. music. Accurate note starts, stops, of the rhythmic patterns we and changes within pulse with just went over correct notes and rhythms.

1.5m Play m. 5-19 with Focus on patterns in context Applying concepts so far to the Students will play with same snare subdivision section as a whole accuracy of pulse, focusing on note starts, stops, and changes.

1 min Melodic Patterns Students will repeat given Familiarize the class with the Students will accurately sing the Mvt. 3 models, first singing, then tonality and the tonal patterns used pitches with correct solfege, then singing and fingering, and in melodies of mvt. 3 play with correct notes and finally playing resonant, characteristic sounds.

2 min Find the tonal Students will locate where To directly apply the concepts to Accurate location of the patterns in patterns in the in their parts they have any the music music. Accurate pitches and music of the tonal patterns we just resonant, characteristic sounds -with met went through while playing the patterns within -all students play while the music. those who found it look at music

1.5m Run Mvt. 3 Straight through Movement Applying concepts so far, pulse and Students will play with same 3 tonal, to the movement as a whole, accuracy of melodic patterns, and and to get students interested and set the mood that we originally excited about learning it further discussed about this movement. All the while maintaining the full, resonant, characteristic tones and starting, stopping, and changing notes accurately within pulse.

Great plan…It is exciting to see you plan like this. - E